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Practice Analysis Lesson.

School:

Teacher:

Observer:

Date:

NEED ANALYSIS CRITERIA.(SEE OBSERVATION CRITERIA SHEET)

Literacy Inquiry Focus:

AN EFFECTIVE INSTRUCTIONAL LESSON.

WHAT WILL HAPPEN?

This process is not necessarily linear and may require the teacher to revisit parts of the lesson as
they respond to what they notice.

Similar shapes and objects. Bearings.


(Double period: P3+P4)

Orientation
Building excitement about the learning (not the task).
This may involve activating prior knowledge, attending to key vocabulary,
connecting to personal experiences or relating to other curriculum areas.

Learning Intentions
Share with students the intended learning.
Explain why it is important and relevant to learning.

Success Criteria
Discuss with students how they will know that they have been successful?
Check that students understand.

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

WHAT HAPPENED?
Notes/Audio

Revision: AS 91031 geometric reasoning.


Similar shapes and objects. Bearings.
Outline the lesson plan.
Prior knowledge: in groups discussing
aspects of similarity and bearings using
coloured handouts. Summarising by
highlighting the main facts.
Connection with prior knowledge: links to
angle properties, parallel lines, Pythagoras
Theorem, trigonometric ratios.
Vocabulary: scale factor, proportional,
image, corresponding angles and sides.

Started with bearings: 3 main facts. Emphasised


that it is expected that students will use geometric
reasoning skills, the previously revisited
knowledge and skills to solve worded problems.
Complex tasks (written on board and commented
on):
Bearings: to draw a picture (e.g. triangle);
Angle properties (abbreviation given);
Pythagoras Theorem (right angledtriangle);
Trigonometric ratios.

Learning to understand geometric


reasoning:
The criteria that makes two polygons
similar;
What bearing is.

Intended leaning was shared with students. A


strong focus on use of prior knowledge (see above
complex tasks).

To be able successfully
Recognise similar shapes;
Identify similar triangles;

Action verbs read out loud by boys and highlighted


in the handouts.
We know we are successful if we can

Modelling
Model to clarify the intended learning.
Model the thinking.(Think alouds).
Use models, exemplars.
Distinguish between what you want them to learn and how you want them to learn
it.
In modelling, the teacher engages in whatever is involved in
the learning task exactly as students will be expected
to perform it.

Practice
Practice the intended learning.
Engage in deliberate acts of teaching.
Show, tell, question, prompt, explain, give feedback and
remodel if required.
Gradually shift ownership of the learning from the teacher
to the student with the student demonstrating their
understanding of the learning. (Student voice).
Check on motivation and attend to any apprehensions.

Reflection and Review.


Investigate understanding of the learning.Self assess.
Teacher Assessment and promotion of further learning.
Next Steps

Colleen Bott. Team Solutions, CPL, Auckland University, NZ

Use proportional reasoning to find


an unknown length;
Work out bearings;
Apply your knowledge to solve
worded problems with bearings.

Model
- How to:
Identify key words (information) when
reading worded problem;
Draw picture using bearings and key
information;
Chose appropriate geometric rule;
Write geometric reasoning using
abbreviation;
- Thinking process (think aloud) used to
recognise similar polygons (use of criteria).

Modelled what was required to meet students


needs within each group.
There was a need to revisit knowledge about
angles of elevation and depression in front of
whole class (they got angle of depression wrong or
could not explain why particular angle was the
one). After that pair (group) work continued with
assistance of teacher and books (were handed
out) for more clarification if required.
Went quite smooth with little distraction.

DAT: group work, pair-to-share


Scaffolding, prompting and explaining.
Choice of Tasks informed by assessment of
previous lesson outcomes (observation,
students work).
Advanced students will be given individual
tasks to work on.

Advanced students took learning in their own


hands (observed discussing, explaining and
sharing their knowledge and skills, evidence of
their successfully completed worksheets) with little
or no help from teacher.
Group and pair approach proved being effective:
actively learning, engaged in relevant
conversations, discussions and explanations.

Self-assessment: tick now I can boxes.


Based on that what to do next (A ME)

Feed forward: within groups discussed next step


using matrix for Achieve, Achieve with Merit,
Achieve with Excellence whatever was relevant to
get the higher.

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